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Dowst, Kenneth – Freshman English News, 1983
Surveys modern language and cognitive theories and their implications for the teaching of undergraduate composition. (JL)
Descriptors: Cognitive Processes, Epistemology, Higher Education, Instructional Improvement

Myers, Sharon A. – College Composition and Communication, 2003
Echoes Robert J. Conners' call for a reexamination of sentence pedagogies in composition teaching. Offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Argues that educators invite words and phrases, the…
Descriptors: Grammar, Higher Education, Instructional Effectiveness, Instructional Improvement

Strickland, Dorothy S.; Morrow, Lesley Mandel – Reading Teacher, 1988
Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)
Descriptors: Emergent Literacy, Language Processing, Prereading Experience, Primary Education

Harris, Jeanette; Brannon, Lil – Journal of Basic Writing, 1979
Notes that traditional methods of teaching vocabulary development do not reflect the learning patterns of basic writing students. Suggests ways of modifying vocabulary instruction to help remedial students. (RL)
Descriptors: Higher Education, Language Processing, Learning Problems, Learning Processes
Soven, Margot – 1979
Even at an early age, children are guided by their intuitions as they write. Intuitions are the culmination of perceptions that have been internalized and synthesized into patterns. Furthermore, they take time to develop. Consequently, if systematic instruction is to play a part in the formation of intuitions about written language then it must…
Descriptors: Connected Discourse, Elementary Secondary Education, Language Processing, Paragraph Composition
Bereiter, Carl; Scardamalia, Marlene – 1987
Aimed both at readers interested in cognition and/or writing and at instructional psychologists, this book explores the notion that various writing strategies involve different kinds of thinking, which ultimately affect the written product. The first part presents concepts central to the writing process, including two models of this process, an…
Descriptors: Cognitive Processes, Comparative Analysis, Language Processing, Psychological Patterns

Harris, Jeanette – Journal of Teaching Writing, 1985
By focusing their attention closely on a written text, cloze passages help students learn more about how language works--the interaction of vocabulary and syntax, the influence of diction on style, the important grammatical relationships between words in a sentence, and the logical relationships between sentences in a paragraph. (HOD)
Descriptors: Cloze Procedure, Context Clues, Higher Education, Language Processing
Wrobleski, Diane – 1985
Three different ways of integrating writing and thinking into the classroom are using double-entry notebooks, literature logs, and process journals. In a double-entry notebook, the writer takes notes on the reading, collects direct quotations, makes observational notes, and writes fragments, lists, and images on the left side of the notebook. On…
Descriptors: English Instruction, Expository Writing, Language Processing, Literature Appreciation
Wolski, Paul – 1981
Research in secondary school composition instruction indicates that (1) emphasis on writing for the teacher-as-examiner is prevalent, (2) prewriting activities are limited, (3) there is little discussion of approaches to the topic or what information should be included, and (4) activities to help students while they are writing are almost…
Descriptors: Classroom Techniques, Language Processing, Prewriting, Secondary Education
Ney, James W. – 1981
Sentence combining exercises present material to the students to be mastered by processes similar to memorization. By taking ideas in short sentences and compacting them into larger sentences, students become familiar with the relationships between the ideas in the short sentences. At its best, sentence combining is a process that requires the…
Descriptors: Elementary Secondary Education, English (Second Language), Language Acquisition, Language Processing
Seesholtz, Melvin C. – 1981
Much of the work being done in composition concerns language--an increased awareness and desire to know what it is, how it works, and how people use it to create themselves and their world. The need to review and to teach the basics is obvious, but to present grammar, punctuation, and diction--the building blocks of language that must be…
Descriptors: Advertising, Elementary Secondary Education, Higher Education, Language Processing

Pearce, Daniel L. – Journal of Reading, 1983
Discusses the use of holistic evaluation, the use of rubrics and checklists, peer evaluation, and small group peer evaluation as means of making writing evaluation effective while keeping the paper load manageable. (FL)
Descriptors: Content Area Writing, Grading, Language Processing, Secondary Education
Milz, Vera E. – 1982
Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…
Descriptors: Class Activities, Classroom Design, Classroom Environment, Cognitive Development

Squire, James R. – Language Arts, 1983
Argues that composing and comprehending are process-oriented thinking skills that are basically interrelated, and suggests ways that these skills can be taught. (JL)
Descriptors: Elementary Education, Instructional Improvement, Language Arts, Language Processing

Moss, R. Kay – English Quarterly, 1986
Analyzes the written language learning of kindergarten children as a transaction among writers, teachers, and the writing process and concludes that children, when given the opportunity to take risks with written language, create with semantic intent. (DF)
Descriptors: Child Language, Kindergarten Children, Language Arts, Language Processing
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